Document Type : Original Articles
1 associate professor, department of psychology, university of Bojnord,north khorasan, bojnord, Iran
2 assistant professor, department of psychology, university of Bojnord,north khorasan, bojnord, Iran
3 assistant professor department of psychology, university of Bojnord,north khorasan, bojnord, Iran
Background:The early detection and intervention can lead to successful future educational experiences for children at risk and reduce the negative consequences of learning disorders. This study was conducted to develop an early intervention package for first-grade students with specific learning disorders and examine its effects on their cognitive performance.
Methods: The method was quasi-experimental with post-test and pre-test design with a control group. The statistical population is first-grade students in Bojnord who were referred to specific learning disorder centers. Using the available sampling method, 32 first-grade students referred to specific learning disorder centers were selected and then randomly divided into experimental and control groups. In the pre-test stage, the fourth version of the Wechsler IQ Scale, the Behavior Rating Inventory of Executive Function, and the researcher-made of spelling and reading tests and arithmetic abilities tests were performed among both groups. Students in the experimental group received cognitive interventions in 16 sessions. Then, post-tests were performed in both control and experimental groups. Data were analyzed by analysis of covariance.
Results: The results showed that the experimental group had higher scores than the control group in the post-test of reading, spelling, and mathematics, and lower scores in executive functions.
Conclusion: the results indicate that the designed cognitive package is effective in reducing executive function problems and improving reading, spelling, and math performances.